vi, 164 pages ; 23 cm

"Equality and social justice were the prime objectives of the first access courses. But the government's current lifelong learning policy has shifted the position of access students in ways that often impede their educational opportunities." "This research study draws on the views and experience of academics, access practitioners and, above all, access students themselves. Their accounts reveal how access as currently provided within the dominant discourse can intimidate the students it is meant to serve, reinforcing exclusion and poverty and reproducing unequal power relations." "Dr Burke and her access students show how a collaboratively developed pedagogy for access courses, committed to anti-classist, anti-sexist and antiracist approaches to teaching and learning, would empower students to succeed."--Jacket

Includes bibliographical references (pages 151-161) and index

Ch. 1. Introduction -- Ch. 2. Accessing Education in Context -- Ch. 3. Towards a Methodology of Collaboration -- Ch. 4. The Role of Pedagogy in Widening Educational Participation -- Ch. 5. Intimidating Education -- Ch. 6. Reconstructing the Self through Educational Participation -- Ch. 7. Resisting Radical Discourses -- Ch. 8. Conclusions: Accessing Possibilities

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